Senior High School Students’ Perceptions and Practices of Citizenship

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XII, December 2021 | ISSN 2454–6186

Senior High School Students’ Perceptions and Practices of Citizenship

Rolando C. Portezo, Jr.^1*, Ronaldo SP. Elicay, Ph.D.^2
1Ateneo de Manila University, Quezon City, Philippines
²Ateneo De Naga University, Naga City, Philippines

Corresponding Author*

Abstract
This study was conducted to examine the citizenship status among senior high school (SHS) students. It identified and described students’ perceptions and practices of citizenship; its underlying components manifested in perceptions and practices, and the predominant type of citizenship. Furthermore, the predictors of the predominant type of citizenship through their socio-demographic characteristics were determined as well. It made use of a quantitative predictive correlation to achieve the objectives of the study. Four hundred eleven (411) Grade 11 students of Ateneo de Naga University SHS from the different strands of the first semester in SY 2020-2021 responded to the 57-item online survey. Results showed that students’ top citizenship perceptions were rights, a set of responsibilities, commitment for the good of others, taking pride in the country’s traditions and culture, and a sense of belongingness. In contrast, the top citizenship practices included helping others, taking care of the environment, observance of rules and regulations, treating people equally, and voting every election. The three underlying components of citizenship perceptions were rights and responsibilities, relationship connections, and legal features, while citizenship practices were manifested by active engagement, institutional participation, and cultural concerns. Committed citizenship was the predominant type among them but no socio-demographic factors were significant to determine their predominant type of citizenship. In general, the study recommended that the Department of Education should design attainable programs of citizenship education. Also, the Junior High School (JHS) teachers should regularly review and revisit their syllabus, textbook, and teaching strategies to strengthen citizenship. In addition, Senior High School teachers (SHS) should reinforce citizenship participation in programs and activities initiated in the JHS driven by the advocacy for active engagement, social and civic responsibilities. Future researchers should use the data using a qualitative approach to validate results. They should also consider other socio-demographic factors like membership in organization/s, participation in competitions, socio-economic status, and location (urban or rural) to understand how these factors influence students’ predominant type of citizenship.

Keywords: perception, practices, underlying components, type of citizenship

Introduction

The question “Ano ang ambag mo?” (“What is your contribution?”) becomes the trending topic considering the current conditions of the country. It challenges every citizen to do his/her part and participate in the affairs of his/her community and country. The school instills a holistic formation among students which focuses on the necessary knowledge, skills, and values in life. Among these formation aspects is citizenship which emphasizes responsibility and participation to the community where he/she belongs. The effectiveness of teaching citizenship among students is essential to answer these concerns.

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